Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Grundsärskolelärares arbete för inkludering: Några lärare i grundsärskolans erfarenheter av och strategier för att möjliggöra delaktighet och socialt samspel vid integrering av grundsärskoleelever i grundskolan
Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
2018 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
How teachers in compulsory school for students with learning disabilities work for inclusion : Some teachers experiences of and strategies for enabling participation and social interplay when students with intellectual disability are integrated in elementary school (English)
Abstract [en]

The aim of this study is to describe strategies that enable participation and social interplay when students with intellectual disability are integrated in elementary school. The study draws upon the experiences of some teachers in the compulsory school for students with learning disabilities, and highlight their experiences of integrating pupils with intellectual disability in elementary school and strategies they use to create conditions for participation and social interaction. The study also highlights the opportunities and difficulties that the teachers describe as enabling participation and social interaction  

 

The study has a qualitative approach and data has been collected through semi-structured interviews with six teachers who teach in the compulsory school for learning disabilities and elementary school.

 

The theoretical approach of the study is based on the activity theory in order to illustrate the aim of this study and answer the research guestions. The processing and analysis of the results uses a further developed version of the activity theory that is adapted to this study.

 

The result shows that previous experience of teaching students from the compulsory school for students with learning disabilities is of importance to the teachers to be able to work with confidence in two different curricula and with support efforts. As a strategy, it appears that visual support and adaptations are important for creating conditions for participation and social interplay. A dilemma described is the need for an assistant who may be detrimental to the possibility of being fully involved and part of a social context in elementary school.

Place, publisher, year, edition, pages
2018. , p. 40
Keywords [sv]
Inkludering, delaktighet, socialt samspel
National Category
Social Sciences
Identifiers
URN: urn:nbn:se:kau:diva-69630OAI: oai:DiVA.org:kau-69630DiVA, id: diva2:1255653
Subject / course
Special Education
Educational program
Special Teacher Education Programme: Mental and Intellectual challenges (90 ECTS credits)
Supervisors
Examiners
Available from: 2018-10-15 Created: 2018-10-14 Last updated: 2018-10-15Bibliographically approved

Open Access in DiVA

No full text in DiVA

By organisation
Faculty of Arts and Social Sciences (starting 2013)
Social Sciences

Search outside of DiVA

GoogleGoogle Scholar

urn-nbn

Altmetric score

urn-nbn
Total: 2 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf